Abstract:
Patterns in student achievement data worldwide show persistent disparity in educational out-comes between different groups of students from different communities. The historical under-achievement of Māori and Pasifika as minority groups reflects the marginalisation present in the New Zealand education system today. Schools in New Zealand are regularly challenged with establishing equal platforms where the knowledge, experience and identity of all individuals and groups of people are valued and celebrated. The purpose of this study is to gain an insight into the roles of educational leaders, with a particular focus on their understanding of equity and equitable practices. This research draws on the experiences of six within-school teachers and across-school teachers working within a Kāhui Ako/Community of Learning (Kāhui Ako) and how they have implemented programmes and initiatives that support equitable practice in schools. Kāhui Ako have been established as a collaborative approach to developing effective practice that support students to achieve their full potential. Leadership positions within Kāhui Ako, known as across-school teachers and within-school teachers, focus on teaching practice across the community in order to improve student achievement. I also draw on my personal schooling experience as a Māori learner to highlight the importance of developing culturally responsive practice for ākonga. This study has positive implications for the professional development of school leaders working for transformational change to improve the educational experience for all learners with a particular focus on Māori ākonga.